'This began to change the whole organisation of the school, its aims and methods. It was no use organising boys in forms by the ordinary methods of promotion for this sort of work. You have to make up your mind what you have to do, and then go about and collect anybody who would be of service to that particular work. You would require boys of one characteristic and boys of another. You make them up into teams for the particular work they have to do. The boys who do not fit into this or that particular work must have some other particular work found for them. You begin to design the work of the school for them. You must have all the apparatus you want for it, and you must organise for it, but you begin by organising the work for the boys and what they need to find out, and not by putting the boys into the organisation. Now, presently you discover, when you do this, that not a single boy exists who is not wanted for some particular work; to carry out your object every boy is fundamentally equal. One does this, one does that. Each boy has his place in the team, and in his place he is as important as any other boy. Placing them in order of merit does not work any more. The scientific method absolutely changed the position towards class lists and order of merit. That was an astonishing result. 'Another astonishing result was that we could not have anybody who was not working. If a boy was not working, you could see that he was not working. You could see that he was doing nothing. He could not sit at the back of a class-room and seem to be working. Everybody was working. You can manage that in school, but what about the world? All sorts of people may seem to be working and not be working at all. The curate may be doing nothing! (_Chuckle and something inaudible._) This seems to land us into the extraordinary fact that no community if it is scientifically organised can carry any one who does not do service. I hope you will agree with me that that is scientific.